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Educational Survey of 

Walker County 

Georgia 



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By 



M. L. DUGGAN, Rural School Agent 

AND 

EURI BELLE BOLTON, 
Extension Dept., G. N. L College 



No. 35 




Under Direction of State 
DEPARTMENT OF EDUCATION 



M. L. BRITTAIN 

State Superintendent of Schools 

1921 



Educational Survey of 

Walker County 

Georgia 



By 

M. L. DUGGAN, Rural School Agent 

AND 

EURI BELLE BOLTON, 

Extension Dept., G. N. L College 



No. 35 



Under Direction of State 
DEPARTMENT OF EDUCATION 



M. L. BRITTAIN 

State Superintendent of Schools 
1921 



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MAP SHOWING PROPOSED GROUPING OF SCHOOLS WALKER COUNTY. 

Explanation: Large Circles denote Senior High Schools. 

Small Cix-cles denote Junior High Schools. 

Light Solid Lines denote Public Roads. 

Heavy Solid Lines denote Proposed District Lines for Grouping of 
Schools. 



LIBRARY OF CONGRESS 

DOCUMCNTtt DIVISION 

II ■• I nrt"-T*'rY*""irr-' —"».»—-■».- 



WALKER COUNTY PUBLIC SCHOOL SYSTEM. 

HON. J. A. SARTAIN, County Superintendent 

LaFayette, Ga. 

County Primary Supervisor. 

MISS ETHEL TYNER ..LaFayette, Ga. 

County Board of Education. 

HON. W. B. SHAW, Chairman... LaFayette, Ga. 

HON. O. P. ANDREWS Kensington, Ga., R. 1 

HON. LEO H. AU Rossville, Ga., R. 1 

HON. E. M. GOODSON.. Chickamauga, Ga., R. 2 

HON. J. C. McWILLIAMS LaFayette, Ga., R. 2 

Ellis Health Officer. 
DR. J. H. HAMMOND LaFayette, Ga. 

Sanitary Inspector. 

T. F. KANE, U. S. P. H. LaFayette, Ga. 

Farm Demonstration Agent. 
R. L. VANSANT... LaFayette, Ga. 

County Attendance Officer. 
R. L. McWHORTER LaFayette, Ga., R. 5 



WALKER COUNTY SCHOOL SYSTEM 



The biggest public problem confronting Walker county, 
undoubtedly, is the proper education of the children — 
future citizens of the county. No other compares 
with it in present importance or projects itself so 
far into the future. In proportion as people are more im- 
portant than property will their training mean more than 
any possible development of the material resources of the 
county. 

"Ill fares the land, to hastening ills a prey. 
Where wealth accumulates and men decay." 

But more serious thought and business-like planning and 
liberal financial support has been given to the development 
of the material interests of Walker county than to the con- 
struction of an efficient public school system, as evidenced 
by the greater progress accomplished, court house and jail, 
public road system, agriculture, etc., etc. As compared to 
these we would call attention to the photographs and de- 
tailed descriptions of the school houses and school equip- 
ments of the rural schools given in this report. 

A good public road system makes a good public school 
system possible, and neither can be had without both lib- 
eral financial support and strong central expert administra- 
tion. Local initiative or administration never accomplishes 
either. Administration and supervision should always come 
from the same source as the support, and in the same pro- 
portion. 

Walker county has been exceptionally fortunate in hav- 
ing more than 100 miles of permanent public roads con- 
structed and maintained by the Federal Government under 



expert direction and supervision and without cost to the 
county or State. These roads leading to the famous battle 
grounds at Chickamauga Park, under government control, 
furnished the citizens of the county an unanswerable argu- 
ment in favor of good public roads. Their experiences in 
traveling over them convinced the people, as experiences 
always do. As a result they have voted around half a mil- 
lion dollars in bonds to extend good public roads throughout 
the county, and in co-operation with and under guidance of 
the State and National Highway Commissions. It is not 
conceivable that any such permanent and efficient system 
of public roads ever could have been accomplished under the 
old road laws and system of "road working," where each 
locality under local direction and local supervision and local 
support determined when, where, how, and how much or 
little road-working was needed. The cost was little and 
the results were less. 

The matter of public education, as the matter of public 
roads, is now universally considered even more an obliga- 
tion upon the State and county than upon the locality or 
individual. The State and the county now recognize this obli- 
gation and give by far the greater part of the support. 
With support should go expert or professional administra- 
tion and supervision, lest the support should fail of its 
proper results. But in Walker county, as in many other 
Georgia counties, the organization, administration and su- 
pervision of the public school system has never been as- 
sumed by the State and county authorities in proportion 
as they have increased their part towards the suppo^^t of 
the system. Consequently much of this support is being 
wasted, or partly wasted, through much misdirection. For- 
tunately, this has not recently been the case in public road 
construction as with public school building. 

At last, however, the county has an object lesson point- 
ing towards a more efficient public school system. It will 
only be necessary for the citizens of Walker county to see 
the greatly increased opportunities offered their children in 

6 



the western part of the county through the new consolidated 
school at Cedar Grove to realize the inefficiency of the sev- 
eral "little schools" displaced by it. The Cedar Grove Con- 
solidated School, organized and constructed under State and 
county direction, but by the consent and co-operation of 
the community, has already attained to much greater effi- 
ciency than could have been expected under merely locally 
prescribed conditions. Whenever the entire county school 
system is organized and supervised under expert and pro- 
fessional guidance, the 6,000 children can have equal edu- 
cational opportunities with those who live within the terri- 
tory of the Cedar Grove Consolidated School. How long 
will local preferences and prejudices be allowed to deny 
them such opportunities? 

By a careful reading of the reports published herein it 
will be seen that the lack of thoroughness in the funda- 
mentals of education in the rural schools of the county is 
alarming. Because of it comparatively few of the pupils 
ever get as far as the seventh grade. Under present con- 
ditions there is little hope of much improvement. It is 
generally difficult and often impossible for local adminis- 
tration to revolutionize or very greatly improve conditions. 
But local public sentiment can help or hinder a county ad- 
ministration in bringing about more favorable conditions. 
The real conditions of the rural schools of the county are set 
forth in this report with the hope that a new interest in 
them may be awakened among the people. The educational 
needs of the 6,000 children call loudly for wise, constructive 
planning and unselfish sacrifice. 

All Walker county children go to school a little ; but not 
many of them go much. In sheer illiteracy the county 
stands well, only eleven counties making a better showing, 
but in near-illiteracy the showing is not good. In average 
attendance upon the schools 116 counties make a better 
showing than Walker. The schools do not appear to have 
much "holding power" upon the pupils. Seventy-seven per 



cent of pupils entering first grade quit school before reach- 
ing seventh grade. The reason is likely within the schools. 

THE TEACHING FORCE. 

From the table below it will readily be seen that the 
teachers in the small schools of Walker county have had 
very little training for the work they are attempting to 
do. Three of the teachers in these schools hold a third- 
grade primary license and five hold a third-grade elemen- 
tary license; thirteen hold a second-grade license, and only 
fourteen hold a first-grade license. Thirteen of the teach- 
ers in these small schools have had only seventh or eighth 
grade training and only five have had any college training. 
In many of the two-teacher schools, boys who had not com- 
pleted high school were in charge of the primary grades. 
Men teachers who are well trained very seldom make g'.)od 
primary teachers. How could boys who know nothing of 
child nature or of the best methods of teaching be expected 
to teach little first and second grade children as they should 
be taught? 

Table Showing Training and Qualifications of Teachers. 



Primary Elementary High School Total No. 

License 1st 2d 3d 1st 2d 3d 1st 2d 3d None Teachers 



One-Teacher 
Schools 
Two-Teacher 
Schools 
Larger Schools 



2 4 3 
— — 1 



10 

7 



17 

24 
15 



Elementary High School College Total No. 

Training 7th Gr. 8th 9th 10th 11th i yr. 2 yrs. 3 yrs. 4 yrs. ? Teachers 



One-Teacher 
Schools 3 

Two-Teacher 
Schools 6 

Larger 
Schools — 



15 16 1— — 
3 2 2 7 2 2 — 
— — 1 1 3 5 — 



— — 17 

— — 24 
2 3 15 



8 



5 or more Total No. 

Experience 1 Year 2 Years 3 Years 4 Years Years ? Teachers 

One-Teacher 

Schools 6 2 2 1 5 1 17 

Two-Teacher 

Schools 8 4 2 1 8 1 2i 

Larger 

Schools 1 — 3 2 7 2 15 



Service at 

Present 5 or more Total No. 

School 1 Year 2 Years 3 Years 4 Years Years ? Teachers 

One-Teacher 

Schools 15 1 — — 1 — 17 

Two-Teacher 

Schools 17 5 1 1 — — 24 

Larger 

Schools 9 3 — 1 — 2 15 

NOTE — Information concerning qualifications was not secured from 
all the teachers and therefore the table is not complete. The 
number of teachers in each type of school is sufficient to be rep- 
resentative. 



Not all of the untrained teachers were young teachers. 
One teacher who has taught for twenty years has had only 
seventh grade scholarship and holds only a second-grade 
license. Because of economic reasons it is sometimes neces- 
sary for a young teacher to begin work before he has com- 
pleted his training, but a teacher who is not ambitious to 
be a growing teacher has no right to expect a place in the 
public school system. The teachers in the larger schools of 
the county are better qualified for their work than the 
teachers in the small schools. Before any permanent im- 
provement in the condition of the rural schools can be ex- 
pected it will be absolutely necessary to improve the teach- 
ing force in these schools. The Board of Education should 
adopt such a scale in the payment of salaries that the 
trained teachers will be encouraged to increase their pro- 
fessional strength by attending summer schools, and that 
the untrained teachers will feel it necessary to attend nor- 
mal school and fit themselves for their work. 



The frequent change of teachers makes it impossible 
for either the trained or the untrained teachers to do their 
best work. (See table above showing length of service at 
present school.) Many of the teachers who were teaching 
the summer terms in the country schools teach in other sys- 
tems during the winter term. Forty-one of the fifty-six 
teachers included in the study were teaching in the schools 
for the first time. A teacher who teaches in a school only 
two months during the summer does not have time to do 
any constructive school or community work. As long as it 
is necessary to have the divided school term, wherever pos- 
sible, the teacher who teaches the winter term at a school 
should also teach the summer term. 

RETARDATION AND ELIMINATION. 

The problem of retardation in the rural schools of 
Walker county is very serious. Children usually enter 
school at the age of six years and complete one grade each 
year. Some children, however, do not enter school until 
the age of seven. For this reason in the present study, two 
years are allowed for the completion of each grade. Thus 
a child in the first grade six or seven years of age is con- 
sidered normal ; a child in the second grade seven or eight 
years of age is considered normal, and so on. A child in 
any grade older than the normal age for that grade is con- 
sidered over-age or retarded. 

Table I. Showing the Number and Percentage of Retarded 
Children in the Rural Schools of Walker County. 

Grades I. II. III. IV. V. VI. VII. VIII. IX. X. Total 
No. Pupils 
in Each 

Grade 963. 448. 446. 499. 384. 218. 212. 40. 11. 2. 3223 
No. Pu- 
pils Re- 
tarded 413. 316. 308. 377. 296. 182. 180. 35. 11. 1. 2119 
Percentage of 
Pupils Re- 
tarded 42.9 70.5 69.1 75.6 77.1 83.5 84.4 97.5 100.0 50.0 

* Reports from one or two schools were not included in the study and 
it is therefore not absolutely accurate. 

10 



Table II. Showini» the Number of Years Lost by Retarded 
Pupils in the Rural Schools of Walker County. 







No. 


Years 


N( 


3. Years 






No. Pupils 
665 


Retarded 




Lost 








1 




665 






547 




2 




1094 






434 




3 




1302 






265 




4 




1060 






127 




5 




635 






64 




6 




384 






11 




7 




77 






5 




8 




40 






1 




9 




9 






2119 








5266 





There are 3,223 pupils (see Table I. above) in the rural 
schools of Walker county. Of this number, 2,119 are re- 
tarded or older than they should be for their grade. The 
2,119 retarded children have lost a total of 5,266 years (see 
Table II. above). This means that the 3,223 pupils have 
lost an average of 1.6 years per child in reaching their pres- 
ent state of advancement in the grades. At this rate it is 
taking two and one-half times as much time as it should 
take for the children in the rural schools to complete their 
grades. This slow rate of progress means a tremendous 
loss of time for teachers and pupils and a great loss in 
money for the county. 

The chief causes of this retardation of pupils are irregu- 
lar attendance, the short divided school term, and lack of 
thoroughness in classroom work. Pupils who attend school 
irregularly hinder not only their own progress, but that of 
the class also, and cause the teacher much trouble in keep- 
ing the classes organized. Parents who earnestly desire 
their children to be educated will realize the seriousness of 
keeping them out of school for petty reasons. They will 
enforce the compulsory attendance law of their own volition 
because they know it is best for the children. 

The pupils in the rural schools are just as capable as the 

11 



pupils in city schools, but they can not do the same amount 
of work in six months that the pupils in the city schools 
can do in nine months. A long school term is absolutely 
necessary for the normal advancement of pupils through 
the grades. The divided school term makes any regular 
system of promotion in the grades impossible. Many of the 
teachers who teach the schools during the summer term 
do not teach them during the winter. They leave no rec- 
ords of work accomplished. Such conditions necessarily 
cause a great deal of repetition and irregularity and result 
in much waste of time and effort. (See discussion of the 
summer term under Recommendations.) 

Many of the teachers in the rural schools have very lit- 
tle training. Practically all of them, especially in the one- 
and two-teacher schools, have so many grades that they can 
give only a few minutes to each recitation. Consequently 
the classroom work can not be done thoroughly and this 
hinders the normal progress of the pupils. 

The slow progress through the grades resulting from 
the causes pointed out above is largely responsible for the 
dropping out of so many pupils before they reach the upper 
grades. 

Table III. Number of Children per 100 Entering the First 

Grade who Stay in School Long Enough to Reach 

The Seventh Grade. 



Grades 


I. 


VII. 


Larger Schools 


100 


42 


Two-Teacher Schools 


100 


23 


One-Teacher Schools 


100 


11 



Table IV. Percentage of Children Entering the First Grade 

who Reach the Other Grades. Rural Schools 

of Walker County. 

Grades I H H! IV V VI V!l VIII IX X 



100 46.5 46.3 51.8 39.9 22.6 22.0 4.3 1.1 .02 Percent 
12 



Table III. above shows that in the larger schools only 
42 children out of every 100 stay in school long enough to 
reach the seventh grade ; in the two-teacher schools, 23 stay 
in school long enough to reach the seventh grade, and in 
the one-teacher schools only 11 children out of 100 reach 
the seventh grade. In all of the rural schools, 60.1% of 
the pupils drop out of school before they reach the nfth 
grade. This is an alarming fact. Boys and girls who re- 
ceive less than a fifth grade education will grow up to be 
men and women who are almost illiterate. The larger 
schools are holding more pupils in the upper grades than 
the two-teacher schools and the two-teacher schools are 
holding more than the one-teacher schools. From the above 
figures it is clearly evident that the small schools are fail- 
ing to give the largest percentage of children for whom they 
exist more than the merest primary principles of an educa- 
tion. Since they are failing to meet the needs of the people 
of an enlightned civilization, they should as rapidly as pos- 
sible give place to large, efficient school plants. 

CLASSROOM WORK. 

In order to get an accurate idea of the quality of work 
being done in the schools, simple educational tests were 
given in the fundamental or most important school subjects 
— reading, language, arithmetic and spelling. These tests 
have been given under the same conditions to thousands of 
pupils in representative schools in all parts of the United 
States. The median or average scores made by the large 
number of pupils in each grade to whom the tests were 
given have been carefully worked out and are given as 
Standard Scores. The standards, therefore, do not repre- 
sent perfect scores, but scores made by average children 
in schools in which the teaching has been well done. A 
careful study of the tables of results will reveal the type 
of work being done in the various schools of the countJ^ 

From the results of the tests discussed on the following 
pages, certain definite conclusions may be drawn. 

13 



1. The classroom work being done in reading, language, 
arithmetic and spelling in the schools in the county is not 
thorough. 

2. The quality of the work being done in the LaFay- 
ette and Chickamauga Schools is far superior to the quality 
of work being done in the other schools of the county. Ihe 
scores made by these two schools in all of the subjects ex- 
cept reading and arithmetic in the upper grades were up to 
standard. 

3. The work being done in the small country schools 
is very poor as compared with the work being done in the 
larger country schools and in the LaFayette and the Chick- 
amauga Schools. The work being done in the one-teacher 
schools is very poorly done. The average sixth and seventh 
grade pupils in these schools can not read their textbooks 
understandingly and can not do more work in arithmetic 
than that which is expected of a fourth grade child. Those 
schools are wasting the people's money and the time and 
energy of the pupils, but they can not do better work until 
the unfavorable conditions under which they operate are 
changed. The small schools of the county have very poor 
buildings and practically no school equipment — in many 
instances they do not even have blackboards ; they have 
only a six months' school term, which is divided into two 
sessions, and the most poorly trained teachers in the sys- 
tem are in charge of the one-teacher schools and the primary 
grades in the two-teacher schools. The children in a small 
community have a right to as good and as thorough train- 
ing as that received by the children in a large community. 
Recommendations for the reorganization of the county sys- 
tem are given elsewhere in this report. If the proposed 
changes are effected, all of the children in the county will 
in time receive equal educational opportunities. 

READING. 

The Monroe Silent Reading Test was given to all the 

14 



grades from the third through the eleventh. Test I was 
given to grades III, IV and V; Test II was given to grades 
VI, VII and VIII ; Test III was given to grades IX, X and 
XL Each of the three tests consists of a series of simple 
paragraphs with a question at the end of each. The ques- 
tion can be easily answered if the paragi'aph is understood 
when read. The pupils are given five minutes in which to 
read as many of the paragraphs and to answer as many of 
the questions as possible. The test measures the pupil's 
rate of reading and his ability to understand what he has 
read. The rate of reading is indicated by the Rate Score 
(see table below), which means the number of words read 
per minute. The ability to understand what has been read 
is indicated by the Comprehension Score (see Comp. score 
in table). Each pupil's rate score in reading depends on 
the number of paragraphs read in the five minutes and his 
comprehension score depends on the number of questions 
answered correctly. The individual scores made by the pu- 
pils in each grade in the various schools were combined 
and the median or average score for each grade was found. 
Some scores made by the individual pupils were higher than 
the average for their gi'ade and some were lower, but the 
median or grade scores given in the tables represent 50 per 
cent of the pupils. Hence the median gi-ade scores for each 
school represent the average work being done in reading in 
that school or type of school. The scores in all of the sub- 
jects were worked out in the same way and the median 
grade scores represent average work being done in each 
subject. 



15 



Table V. Median Scores in Silent Reading Made by 
Schools in Walker County. 



Grades 


III IV V VI 


VII 


VIII 


IX 


X 


XI 




Standard 


60 79 94 96 
9.3 15.3 20.8 21.0 


104 

24.5 


108 
27.3 


86 
24.0 


87 
26.0 


94 
28.6 


Rate 
Comp. 


LaFayette 


48 69 83 66 
6.8 13.1 17.2 15.5 


93 
21.2 


85 81 85 
22.5 23.2 23.2 




Rate 
Comp. 


Chickamaug-a 


51 56 90 59 
7.5 10.5 17.5 13.7 


85 
18.3 










Rate 
Comp. 


Linwood 


50 55 108 108 
6.1 9.7 18.5 18.0 












Rate 
Comp. 


West La- 
Fayette 


44 51 50 
6.0 8.5 11.0 












Rate 
Comp. 


Rossville 


39 57 92 68 
5.0 10.5 17.3 18.2 












Rate 
Comp. 


Cedar Grove 


37 44 48 61 
4.0 6.0 6.5 11.0 


75 
15.0 


72 
17.5 








Rate 
Comp. 


Larger 
Schools 


26 36 44 51 
3.1 4.4 5.9 9.7 


61 
12.0 


60 
18.0 








Rate 
Comp. 


Two-Teacher 
Schools 


28 40 56 57 
2.8 6.0 10.3 14.6 


53 
15.9 


65 
17.2 








Rate 
Comp. 


One-Teacher 
Schools 


27 43 59 69 
2.9 6.7 10.3 14.0 


59 
11.0 










Rate 
Comp. 



There is very little difference between the LaFayette and 
the Chickamauga scores in reading. The scores of these 
schools are a little more than a half year below the stand- 
ard scores in both rate and comprehension. The Linwood 
third and fourth grade scores are lower than the LaFay- 
ette and the Chickamauga scores, but the fifth and sixth 
grade scores of this school are higher than either the La- 
Fayette or the Chickamauga scores and are almost up to 
standard. The high scores in the Linwood fifth and sixth 
grades are partly due to the fact that only a few children 
stay in this school long enough to reach the upper grades 
and these are the strongest children in the community. The 
LaFayette and the Chickamauga Schools hold a larger per- 
centage of their pupils in the upper grades and their scores 

16 



represent average groups of pupils instead of a highly :;e- 
lected group. There is very little difference between the 
third and fourth grade scores of the West LaFayette and 
the Linwood Schools, but the fifth grade score of the West 
LaFayette School is very low. Both the rate and compre- 
hension scores made by the Rossville third grade are very 
low, but the scores made by the upper grades compare favor- 
ably with the LaFayette and the Chickamauga scores. The 
low score made by the Rossville third grade may be ac- 
counted for by the fact that the primary teachers in this 
school have had to work under impossible conditions. 
The teacher of the first grade had 90 pupils crowdea to- 
gether in one small room. Many of these pupils were too 
old for their grade and needed special help. How long will 
parents continue to expect children and teachers to get re- 
sults under such conditions ? The scores made by the Cedar 
Grove School are very low in comparison with the scores 
made by the other schools. This school has just been con- 
solidated and the teachers have not had time to organize 
the various groups of pupils coming from the one-teacher 
schools. The scores show not the work of the Cedar Grove 
School, but the results of the conditions in the small schools 
before the consolidation was effected. The scores in all of 
the country schools are much lower than the scores made 
by the town and village schools. The comprehension scores 
in reading made by the lower grades of the rural schools 
average about ly^ years below the standard scores; the 
seventh and eighth grades average about 2V-> years below. 
These scores show that the children in the country schools 
have very little ability to understand what they read. 

Reading is very poorly taught in the rural schools. Sev- 
eral classes in oral reading were observed. The pupils either 
stood or sat in very bad position and called words indis- 
tinctly. The teacher pronounced the difficult words and 
at the end of the reading made a new assignment without 
discussing or permitting the children to discuss what had 
been read. Some of the teachers in the small schools were 
teaching their beginners by the alphabet method. In many 

17 



instances there were eight or ten pupils in the primer class 
and each pupil was reading on a separate page in the book. 
In addition to this there were in some instances one or two 
sections of the "first reader" class. Such an arrangement 
makes it absolutely impossible for the beginning classes to 
make anything like normal progress. The parents are part- 
ly to blame for this condition. The teachers say that the 
children start to school at any time during the term and 
come so irregularly that it is difficult to classify them. 
There were no charts, no perception cards for word drills 
nor other devices for making the work interesting. In some 
instances 16 or 17-year-old boys, who have had only sixth 
or seventh grade training, were teaching the primary grades. 
The wonder is not that the children under these conditions 
have learned so little, but that they have learned even as 
much as they have. 

LANGUAGE. 

The Trabue Language Scale B was used in measuring 
the work in language in the schools of Walker county. The 
test consists of twenty incomplete sentences — sentences in 
which some of the words are left out. The pupils are given 
seven minutes in which to write the missing words on the 
blank spaces. The score depends on the number of correct 
sentences the pupil has at the end of the seven minutes. 

Grade Medians made by the Schools of Walker County as 

Compared with the Standard Medians. 

Trabue Language Scale B. 



Grades 


II 


Ill 


IV 


V 


VI 


VII 


VIII 


Standard 


5.8 


8.6 


10.4 


11.6 


12.6 


13.6 


14.6 


LaFayette 


— 


8.3 


10.9 


11.9 


12.6 






Chickamauga 


— 


8.5 


10.8 




13.1 






Linwood 


— 


6.1 


10.9 


12.2 


12.0 






West LaFayette 


— 


6.5 












Rossville 


— 


6.8 


8.5 


10.6 


12.5 


12.0 




Cedar Grove 


— 


6.7 


8.4 


10.7 


10.5 


12.5 




Larger Schools 


— 


6.8 


8.0 


11.3 


11.8 


14.1 


13.5 


Two-Teacher 
















Schools 


— 


6.0 


8.6 


10.5 


10.9 


12.1 


11.9 


One-Teacher 
















Schools 


— 


6.3 


7.8 


9.6 


11.3 


10.6 





18 



There is an a}3proximate difference of 1 between the 
standard scores for all of the grades above the fourth. 
Therefore if a grade score is 1 point below the standard 
score that gi-ade is a year below the standard in language 
work; if a grade score is .5 lower than the standard score, 
that grade is a half year below the standard in language 
work. 

The scores of all the grades except the third in the T.a- 
Fayette and the Chickamauga Schools are either up to or 
above the standard scores; the third grade score in these 
schools is almost up to standard. The third grade score Jn 
the Linwood School is about a year below standard; the 
fourth and fifth grade scores are above standard, and the 
sixth grade score is about a half-year below standard. The 
language test was given only to the third grade in the West 
LaFayette School. The score for this grade is just a little 
above the score made by the Linwood third grade. The 
scores of all grades in the Rossville School except the sixth 
are about a year below standard. The score made by the 
sixth grade in the Cedar Grove School is two years below 
the standard ; the scores made by the other grades in the 
school are about a year below standard. All of the gi-ades 
in the larger countrj^ schools except the fifth and seventh 
are a year or li/o years below standard, with the excep- 
tion of the scores made by the fourth grade, the scores made 
by all of the grades in the two-teacher schools are from a 
half to 11/2 years below the scores made by the larger 
schools, and the scores made by the one-teacher schools 
are an average of one-half year lower than the scores made 
by the two-teacher schools. The scores made by the one- 
teacher schools are very low. The seventh grade score made 
by these schools is just a little above the standard score for 
the fourth grade. The scores made by all of the schools 
except those made by the LaFayette and the Chickamauga 
schools are very much below standard and show that the 
language work in the schools of the county is not thorough. 



19 



ARITHMETIC. 

The Woody-McCall Arithmetic Test Form I was used to 
measure the work in aritmetic. The test consists of 35 
miscellaneous examples involving the addition, subtraction, 
multiplication and division of simple numbers, fractions 
and decimals. These examples are printed on one sheet 
and are so arranged that they increase in difficulty. A time 
limit of 20 minutes is allowed for the completion of the test. 

Table Showing the Median Scores made in Arithmetic by 

the Schools of Walker County as compared with 

the Standard Scores- 



Grades 


III 


IV 


V 


VI 


VII 
31.0 


VIII 


Standard 


13.0 


18.5 


24.0 


28.5 


33.0 


LaFayette 


14.5 


18.5 


21.4 


23.3 






Chickamaugee 


13.0 


15.7 


20.2 


22.1 


25.0 





Linwood 


12.4 


16.1 


21.5 


19.5 







West LaFayette 


11.5 


12.9 


21.3 









Rossville 


11.0 


13.3 


18.5 


20.7 


26.0 




Cedar Grove 


5.7 


10.6 


16.5 


18.0 


25.0 




Larger Schools 


10.3 


14.5 


16.4 


21.5 


21.9 


26.5 


Two-Teacher Schools 


8.3 


13.4 


17.7 


19.4 


23.6 


24.0 


One-Teacher Schools 


8.0 


12.5 


14.8 


18.5 


18.5 






The LaFayette third grade score is above standard; 
the fourth grade score is up to standard; the fifth grade 
score is about a half-year below standard, and the sixth 
grade score is a year below standard. The third grade 
score of the Chickamauga School is up to standard, but the 
other grades are from a half-year to nearly two years below 
the standard scores. The scores made by all of the grades 
in the Linwood School are below standard. The score made 
by the sixth grade in this school is lower than the score 
made by the fifth grade. The scores made by all of the 
grades in the West LaFayette School are below the stand- 
ard scores. The score made by the Rossville third grade is 
only two points below the standard score, but the other 
grades are from a year to a year and a half below the stand- 
ard scores. The scores made by the lower grades in the 
Cedar Grove School are very low, but the score made by 

20 



the seventh grade compares very favorably with the s.ores 
made by the seventh grades in the Chickamauga and the 
Rossville Schools. The scores made by the lower grades 
in the larger country schools are about equal to the S(;ores 
made by the Rossville School, but the scores made by the 
seventh and eighth grades are more than two years below 
the standard scores. The scores made by the two-teacher 
country schools are lower than the scores made by the 
larger schools. The score made by the eighth grade in these 
schools is the same as the standard score for the fifth grade. 
The scores made by the one-teacher country schools are 
lower than the scores made by the two-teacher schools. The 
fourth grade score made by these schools is more than a 
year below the standard ; the fifth grade score is nearly two 
years below the standard, the sixth grade score is two years 
below, and the seventh grade score is three years below the 
standard score. 

The work being done in arithmetic in the upper grades 
in all of the schools in Walker county is below the standard , 
In all of the schools the scores made by the upper grades 
are further below the standard than the scores made by the 
lower grades. This is probably due to the fact that the 
teachers in the upper grades repeat some of the work done 
in the lower grades and do not require their pupils to push 
forward and master the subject matter outlined for their 
particular grade. The papers show that the upper grade 
children in all of the schools have difficulty in handling 
decimals and the simplest fractions. The scores made by 
the one-teacher schools and a study of the papers from these 
schools show that the pupils in the one-teacher schools are 
merely skimming the surface of the subject of arithmetic. 
When pupils who have studied arithmetic for six or seven 
years can do no more than add, subtract and multiply the 
simplest combinations of numbers, it is time for the people 
to investigate the causes of such inefficiency and waste of 
time. (These causes are referred to under the discussion 
of consolidation or reorganization of the county school sys- 
tem.) 

21 



SPELLING. 

The Monroe Timed Sentence Spelling Test was given to 
the high school grades in the LaFayette School, to the 
seventh grade in the Chickamauga School and to a few of 
the country schools. Only the scores made by the LaFay- 
ette School are given below. 

Median Scores made in Spelling by the High School Grades 

of the LaFayette School as compared with the 

Standard Scores. 

Glides VII VIII IX X 

Standard 

LaFayette 

The tenth grade is up to standard ; the ninth grade is 
almost up to standard, and the seventh and eighth gi'ades 
are very much below standard. The score made by the 
seventh grade in the Chickamauga School was above stand- 
ard. The papers handed in by the pupils of this grade v/ere 
very neat and showed that they have had excellent train- 
ing in dictation and composition work. The scores made by 
the country schools in which the spelling test was given 
were very low, the papers were very poorly written, and 
showed that no standards of composition were observed. 
More emphasis should be placed by the teachers of these 
schools on written spelling and practice in dictation. 







86% 


90% 


70 7r 


84% 


86 


90 


65 


73 


84 


90 



22 



CHIEF CAUSES OF LACK OF THOROUGHNESS IN THE 
RURAL SCHOOLS OF WALKER COUNTY. 

1. Most of the schools have been left mainly to local 
administration. 

2. Untrained teachers. 

3. Too many grades per teacher. 

4. Short school year — often divided into two terms. 

5. Inadequate buildings and teaching equipment. 

6. Irregularity of attendance. 

REMEDIES RECOMMENDED. 

1. A businesslike administration of the entire county 
system by the county Board of Education and constant, 
close professional supervision of all teaching processes by 
superintendent and supervisors. This is essential, as in all 
other business enterprises, if unity of purpose, systematic 
efforts, and satisfactory results are to be expected. Perma- 
nent records of progress should be kept. (A good begin- 
ning in this direction has already been made.) 

2. TRAINED TEACHERS— Teaching is a profression. 
The education of the county's 6,000 children is a very se- 
rious matter and should not be trifled with. A strong cen- 
tral administration and sufficient supervision will bring- 
about the solution of this problem. (Some Georgia counties 
now refuse to employ any teachers holding licenses below 
first gTade.) 

3. Even trained teachers can not accomplish impossi- 
bilities.. Seven grades are more than anybody can teach 
well. An hour-a-day-to-a-grade is not enough, and results 
in great waste of the children's time and opportunity. CON- 
SOLIDATION wherever possible, and limitation of small 
schools to four or five grades where consolidations are im- 
practicable, appears to be the sensible and only solution. 

23 



Where little schools can not be consolidated we would 
strongly urge that they be grouped around one stronger 
central school whose influence and supervision can be ex- 
tended to them. A strong principal of such central school 
should, under direction of the county superintendent, give 
limited supervision to the smaller and weaker schools within 
his "gToup." Such a tentative grouping of the schools of 
the county is suggested by the map published herein. It is 
suggested that the several little schools on Lookout Moun- 
tain, because of their isolation and difficulties of access, 
should be given closer supervision than would be possible 
from the county superintendent and county supervisor, and 
the strongest principal of one of the best of these schools 
might be charged with such duty and responsibility in addi- 
tion to his duties as principal. Extra remuneration should, 
of course, be provided. 

4. It can not be expected of country children to make 
a grade in six or seven months when it takes city children 
nine months. Still more is this true when buildings and 
equipment are inferior, teaching force weaker, and the short 
school year divided into two short terms. A LONGER AND 
CONTINUOUS SCHOOL YEAR IS NECESSARY IF WE 
EXPECT TO EDUCATE OUR CHILDREN. We can not 
educate our children if they are to go to school only "when 
they are not needed on the farm." 

5. Just a good house is not necessarily a good school 
house. School houses should be "planned for the purpose" 
as skillfully as cotton mills or cow barns. A look at the 
pictures in this bulletin will be sufficient argument upon 
this subject. Fortunately, correct plans carefully worked 
out by experienced school architects may now be had from 
the State Department of Education upon application and 
without cost. 

6. Enforce the compulsory attendance law. 

7. Of course it will require more money to carry out 

24 



the above recommendations. We can not expect to get edu- 
cation cheaply. By overwhelming vote the people recently 
ratified the Constitutional Amendment which authorizes 
county Boards of Education to levy such taxes against their 
property as may be necessary to maintain good schools for 
their children. THIS RESPONSIBILITY NOW RESTS 
UPON THE COUNTY BOARD OF EDUCATION. Both 
education and good roads come high — but ignorance and 
bad roads cost vastly more 



25 




NEW AUDITORIUM OF THE CHICKAMAUGA HIGH SCHOOL. 
Prof. W. A. Wiley, Superintendent. 

The Chickamauga High School has two classroom buildings and 
a new auditorium which is well planned and modern in every detail. 
The school is a fully accredited Four-Year High School and has a 
faculty of thirteen teachers. 

The Chickamauga School is an independent system, but a large 
percentage of the pupils in the high school department come from 
the surrounding schools in the county and many of its gradutes go 
back to the rural schools as teachers. If the school were merged 
with the county system and its curriculum so organized as to offer 
courses more closely related to the immediate needs of the pupils and 
of the county- — courses in teacher-training and Vocational Agricul- 
ture and Home Economics — the school would be able to render a far 
greater service than it can possibly render under the present condi- 
tions. 



27 






I»f 




28 



The LaFayette High School is a fully accredited Four-Year Hifi:h 
School and receives aid from the State as a county high school. The 
new building is located on spacious grounds and ample playgrounds 
suited to the needs of the children in each department of the school 
will be developed later. The school has at present a faculty of four- 
teen well trained teachers and will probably have twenty teachers 
when the high school pupils from the surrounding schools are sent 
in. . As the school develops well equipped science and Home Economic 
laboratories will be added. 

As a County High School this institution should be able to ren- 
der service of untold value to the entire county. 



29 




KENSINGTON SCHOOL. 

Teachers: Mr. C. W. Bowman, Miss Ilah Williams. 

Location: Two miles east from New Prospect; four miles south from 
Pond Spring; five miles north from Cedar Grove. 

Grounds: Area, ; titles, ; very good condition; no 

play equipment; no gardens; one surface toilet. 

Building: Value, $1,200.00; three rooms; well lighted; fairly good 
condition; cloak rooms; very well kept; unpainted inside; 
painted outside. 

Equipment: Double patent desks; rough blackboards; no maps; no 
charts; no globes; no framed pictures; no library; no refer- 
ence dictionary. 

Organization: Two teachers; seven grades; 57 pupils; programs 
posted. Nine months' school year. 

Maintenance: $1,350.00 per annum. 



8^ 




WESLEY CHAPEL SCHOOL. 

Teachers: Mr. Glen Duncan, Miss Ina Mae Mills. 

Location: Three miles north to Lee; three miles east to WaterviJle; 
one and one-half miles south to Oakdale. 

Grounds: Area, ; titles (private property) ; fairly level; un- 
improved; no gardens; one toilet, in very good condition. 

Building: Value, $1,200.00; two rooms; no cloak rooms; insufficiently 
lighted; well kept; unpainted inside; needs repainting outside. 

Equipment: Single patent desks (new); good 20-ft. blackboard; a 
few maps; no charts; no globes; no I'eference dictionary: no 
library; two framed pictures. 

Organization: Two teachers; nine grades; 49 enrolled; no program 
posted; 55 recitation periods; six months' school year. 



31 




WATERVILLE SCHOOL. 

Teachers: Miss Gladys Duncan, Miss Sadie Martin. 

Location: Three miles northeast to Oakdale; three miles east from 
Wesley Chapel; three miles south from Corinth. 

Grounds: Area, ; titles ( ?); unimproved but ample; low 

and moist; two springs; playgrounds clean but very small; 
no gardens; two toilets, in bad condition. 

Building: Value, $900.00; one room; in good condition; well kept; 
no cloak rooms; painted inside and outside; needs repainting 
outside. 

Organization: Two teachers; eight grades; 71 pupils. Six months' 
school year. 

Maintenance: $546.00 per annum from county. 



82 




WALLACEVILLE SCHOOL. 

Teachers: Miss Patsy Glenn, Mrs. Ella Buchanan. 

Location: Three miles west from Robertsville; three miles northeast 
from Garrett's Chapel; three miles north from Oak Grove. 

Grounds: Area, one acre; titles (?); hilly; not enough play ground; 
two toilets, in poor condition. 

Building: Vaiue^ $1,000.00; two rooms,, unilateral lighting; well kept; 
in very good condition; no cloak rooms; painted outside; un- 
painted inside. 

Equipment: Double patent desks (old); insufficient amount of black- 
board; no maps; no charts; no globes; no pictures; no li- 
brary; a reference dictionary. 

Organization: Two teachers; seven grades; 78 pupils; program 
posted. 

Maintenance: $750.00 per annum from county and local tax 



33 




VILLANOW SCHOOL. 

Teachers: W. N. Morgan; Mrs. Ewing Reed. 

Grounds: Area, two acres; titles in trustees; ample play grounds; 
no gardens; one surface toilet. 

Building: Value, ; one large room (curtain); improperly 

lighted; no cloak rooms; well kept; in good condition; painted 
inside and outside. 

Equipment: Double patent desks; fairly good blackboai-d; no maps; 
no charts; no globes; no library; a few pictures; a reference 
dictionary. 

Organization: Two teachers; nine grades; 86 pupils. Seven months' 
school year. 



34 




PEAVINE SCHOOL. 

Teachers: Herschel Powell, Miss Alma Conley. 

Location: Three miles north of Rock Spring. 

Grounds: Area, two acres; titles in church; neglected; ample p'ay 
grounds; no school gardens; water secured from spring; two 
toilets in neglected condition. 

Building: Value, $ ; two rooms; impropely lighted; no cloak 

rooms; painted inside; unpainted outside. 

Equipment: Double patent desks; blackboards; a U. S. man; no 
charts; no globes; no library; some framed pictures. 

Organization: Two teachers; seven grades; 53 enrolled; a corn club. 
Six months' school year. 



35 




CEDAR GROVE SCHOOL. 

Teachers: Mr. J. D. McFarlin, Mrs. J. D. McFarlin, Miss Eva Roper, 
Miss Elsie Andrews, Mrs. Lona Mai Powell, Mr. Westbrook. 

Location: Six miles south from Kensington, 

Grounds: Four acres; titles in board of trustees; level; fairly g-ood 
play grounds; no school gardens; sanitary toilets. 

Building: Value, $20,000.00; new building built by approved plan. 

Equipment: Single patent desks; teachers' tables; good blackboards; 
no maps; no charts; no framed pictures; globe;-; a small 
library; a reference dictionary. 



86 




Organization: Six teachers; ten grades; 164 pupils; programs posted; 
industrial work; two literary societies; community clubs; 
eight months' school year. 



Maintenance: 



3,000.00 from county and local tax. 



NOTE — This school is the most notable instance of consolidation in 
the county. It is the result of a combination of thi-ee smnll 
schools and is receiving a bonus of $500 from the state under 
the Barrett-Rogers Act. It also receives state and federal 
aid for vocational education under the Smith-Hughes bill. 



37 




NAOMI SCHOOL. 

Teaciiers: Mr. B. D. Keown, Miss Ella Chapman, Miss Annie Justice. 

Location: Four miles east from LaFayette; three miles northeast 
from Corinth; four miles from Catlett. 

Grounds: Area, one acre; titles in Board of Education; hilly; not 
improved; no gardens; one surface toilet ,in fairly good con- 
dition; water secured from church cistern. 

Building: Value, $2,000.00; three rooms; cloak rooms; insufficient 
lighting; well kept and in good condition; unpainted inside; 
painted outside. 

Equipment: Double patent desks in two rooms; single patent in one; 
plenty of good blackboard; no maps; no charts; no globes; 
some framed pictures; covered water cooler in each room 

Organization : Three teachers, seven gi'ades, 127 pupils. Six months' 
school year. 

Maintenance: $1,206.00 per annum from county and local tax. 



38 




SHILOH SCHOOL. 

Teachers: Miss Rebecca Bomar, J. C. Young, Jr., LaF^iyetto, Ga., 
Route 3. 

Location: Three miles south to Pleasant Hill. 

Grounds: Area, one acre; titles (?); wooded; small play grounds; 
no gardens; one surface toilet, in good condition. 

Building: Value, $500.00; two rooms; insufficiently lighted; leaks 
badly; well kept; no cloak rooms; unpainted. 

Equipment: Single patent desks; good blackboards; no maps; no 
charts; no pictures; no library; no reference dictionary. 

Organization: Two teachers; eight grades; 45 enrolled. Six months' 
school year. 



39 




NEW PROSPECT SCHOOL. 

Teachers: Mr. Jones, Miss Kitchem. 

Location: Five miles north from Cedar Grove; two miles west from 
Kensington. 

Grounds: Area, ; titles, ; rough play grounds; 

no gardens; one surface toilet. 

Building: Value, $900.00; two rooms; no cloak rooms; in fairly good 
condition; very well kept; unpainted inside; painted outside. 

Equipment: Double patent and home-made desks; teachers' deskj^; 
insufficient amount of blackboard; no maps; no pictures: no 
charts; no globes; no library; no reference dictionary. 

Organizations: Two teachers; 76 pupils; 67 recitation periods: pio- 
grams posted. Six months' school year. 

Maintenance: $630.00. 



40 




ROCK SPRING SCHOOL. 

Teachers: Mr. R. L. Powell, Miss Lucile Payne. 

Location: Three miles north from Noble; five miles south from Pea- 
vine; three miles northwest from Center Grove. 

Grounds: Area, one acre; titles in trustees; level; no equipment; no 
gardens; two surface toilets. 

Building: Value, $1,500.00; two rooms; improperly lighted; fairly 
good condition; well kept; no cloak rooms; painted inside; 
needs new coat of paint outside. 

Equipment: Double desks; a teachers' table; insufficient blackboard; 
a few maps; no charts; no globes; a few framed pictures; a 
covered water cooler; a reference dictionary. 

Organization: Two teachers; seven grades; 123 pupils; 41 recit.iti.:.n 
periods. Six months' school year. 

Maintenance: $738.00 per annum from county and patrons. 



41 




HIGH POINT SCHOOL. 

Teachers: Mary A. Carroll, Louise Simms. 

Location: Five miles south to New Prospect; four and one-half miles 
north to Cenchat; one mile east to Garrett's Chapel. 

Grounds: One acre; titles (?); unimproved; no gardens; one surface 
toilet. 

Building: Value, $1,200.00; three rooms; in bad condition; not well 
kept; no cloak rooms; ceiled; painted outside. 

Equipment: Double and single patent desks; good blackboard; no 
maps; no globes; no charts; no pictures; no library; no 
reference dictionary. 

Organization: Two teachers; seven grades; 72 enrolled; six months' 
school year. 



42 




POND SPRING SCHOOL. 

Teachers: Miss Lilly Morgan and Mrs. Ada Shankle. 

Location: Four miles north from Kensington; three miles south from 
Oak Grove. 

Grounds: Area, ; titles in trustees; rocky; no equipment; 

no gardens; two toilets. 

Building: Value, $1,500.00; two rooms; very good condition; well 
kept; painted inside and outside. 

Equipment: Double patent desks; rough blackboards; no charts; no 
maps; no pictures; a library; a reference dictionary; covered 
water cooler. 

Organization: Two teachers; seven grades; 43 recitation periods; 
program posted. Six months' school year. 

Maintenance: $708.00 from county and patrons. 



43 




CORINTH SCHOOL. 

Teachers: Mr. Floyd Walker and Mr. Dill Keown. 

Location: Three miles north from Waterville; four miles south from 
Naomi; four miles east from LaFayette. 

Grounds: Area, ; titles, in church; unimproved; good well; 

insufficient play grounds; no gardens; two toilets, in bad 
condition. 

Building: Church; one room; no cloak rooms; very good condition; 
well kept; painted outside. 

Equipment: Long seats; insufficient blackboard; no maps; no charts; 
no globes; pictures; no library; no reference dictionary. 

Organization: Two teachers; seven grades; 95 enrolled; no program 
posted; 33 recitation periods. Six months' school year. 

Maintenance: $540.00 from county. 



44 



/K^ 


i 

— iir 


1 




wm mmf '-'"■ 

1 « U « 





CHATTOOGA SCHOOL. 

Teachers: R. D. Love and Miss Elizabeth Thurman. 

Location: Four miles north from Harrisburg; three miles southeast 
from Fairview; four miles southwest from Ridgeway. 

Grounds: Area, two acres; titles in trustees; g-ood condition; ample 
play grounds; no school gardens; new toilets being con- 
structed. 

Building: Value, $3,000.00; two rooms; no cloak rooms; good con- 
dition; well kept; heated by stove; unpainted inside; painted 
outside. 

Equipment: Single patent desks; insufficient amount of blackboard; 
a map of United States; no sand tables; no charts; no globes; 
no framed pictures; a reference dictionary; a covered water 
cooler. 

Organization: Two teachers; eight grades; 131 pupils; program 
posted; corn and potato clubs. 

Maintenance: $1,122.00 from county and local tax. 



45 




CHENCHAT SCHOOL. 

Teachers: Miss Mollie Lawrence and Mr. Foster White. 

Location: Five miles from Wallaceville; five miles from High Point; 
three miles from Flint Stone. 

Grounds: Area, two acres; titles ( ? ; no equipment; no gardens; sur- 
face toilets, in very bad condition. 

Building: Value, $1,500.00; two rooms; no cloak rooms; improperly 
lighted; unfinished; kept fairly well; unpainted. 

Equipment: Long seats; six feet blackboard in each room; no charts; 
no sand tables; no globes; no framed pictures; no reference 
dictionary; a covered water cooler. 

Organization: Two teachers; seven grades; 76 pupils; programs 
posted; 39 recitation periods; no school clubs. 

Maintenance: $720.00 per annum. 



46 




WARREN SCHOOL. 

Teachers: Mr. J. T. Leamon, Miss Lois Martin Miss Annie McDanieL 

Location: Three miles north to Noble; two and one-half miles east 
to Bethel; two and one-half miles southeast to Sunnyside; 
three miles south to LaFayette. 

Grounds: Area, one acre; titles in county board; very good condi- 
tion; no gardens; water from cistern; two sanitary toilets, 
in good condition. 

Building: Three rooms; improperly lighted; one cloak room; well kept 
and in very good condition; painted; used for Sunday school. 

Equipment: Double patent desks; 45 feet of blackboard; no charts; 
no globes; no library; a reference dictionary; some pictures; 
maps of Georgia and United States. 

Organization: Three teachers, ten grades; 125 pupils; corn club. Six 
months' school year. 



47 




ROSSVILLE SCHOOL. 

Teachers: Mr. Whiteside, Miss Chambers, Mrs. Benson and Miss 
Leonard. 

Location: One and one-half miles from Dry Valley; one and a quarter 
miles from Lakeview; three miles from Mission Ridge. 

Grounds: Area, one lot; titles in trustees; rough; sanitary drinking 
fountains; flower boxes in windows; surface toilets. 

Building: Value, $5,000.00; four rooms; poor condition; very well 
kept; no cloak room; painted inside; brick outside. 

Equipment: Double and single patent desks; poor blackboard; some 
maps; no charts; reference dictionary; some globes; a libra- 
ry; an organ. 

Organization: Four teachers, eight grades; 278 pupils; eight months' 
school year. 

Maintenance: $3,150.00 per annum. 



48 




LINWOOD SCHOOL. 

Teachers: Miss Mamie Veasey, Miss Hanson, Miss Mildred Routt 
and Miss Irene Hanson. 

Location: Near LaFayette. 

Grounds: Area, ; titles in Union Cotton Mill; level; very 

good condition; no play equipment; two sanitary toilets. 

Building: Value, $6,000.00; three rooms; good condition; well kept; 
cloakrooms; painted. 

Equipment: Single patent desks; insufficient blackboard; some map?; 
some pictures; a library; a reference dictionary. 

Organization: Four teachers, seven grades; 143 enrolled; programs 
posted; clubs; nine months' school term. 

NOTE — Linwood is a separate municipality adjacent to LaFayette, at 
the Linwood Cotton Mills. It is an independent school sys- 
tem, supported mainly by the mill corporation. 



49 




FAIRVIEW SCHOOL. 

Teacher: Mrs. R. C. Linn. 

Location: Three miles north from Chattooga; four miles south from 
Burnt Mill. 

Grounds: Area, one acre; titles ( ? ; hilly; no play equipment; no 
gardens; no toilets; water from spring. 

Building: Value, $1,200.00; two rooms; no cloak rooms; in very good 
condition; fairly well kept; unpainted. 

Equipment: Double patent desks; insufficient blackboards; no maps; 
no charts; no pictures; no library; no reference dictionai'y. 

Organization: One teacher; five grades; 78 enrolled; 30 recitation 
periods; program posted. Six months' school term. 

Maintenance: $258.00 per annum. 



50 




SUNNYSIDE SCHOOL. 

Teacher: Miss Grace Bowen. 

Location: Four miles west from Pine Grove; two miles east from 
LaFayette; three miles south from Bethel. 

Grounds: Area, ; titles, in private individual; hilly; un- 
improved; no equipment; no gardens; no toilets; water from 
a spring. 

Building: Value, $100.00; one room; very poor condition; well kept; 
no cloak room, unpainted. 

Equipment: Long, home-made desks; insufficient blackboard; no 
maps; no charts; no globes; some pictures; no library. 

Organization: One teachei-, seven grades; 34 enrolled; 24 recitation 
periods. 



51 




RIDGEWAY SCHOOL. 

Teacher: Miss Ethel Skates. 

Location: Four miles northeast from Chattooga; four miles west 
from Wesley Chapel. 

Grounds : Area, ; titles, ; very rough ; 

rocky; no gardens; no toilets. 

Building: Value, $800.00; one room; no cloak room; improperly 
lighted. 

Equipment: Insufficient amount of blackboard; no sand tables; no 
charts; no framed pictures; no library; no reference dic- 
tionary. 

Organization: One teacher, five grades; 38 pupils. 

Maintenance: $330.00 from county and patrons. 



ft2 




PINE CxROVE SCHOOL. 

Teacher: Miss Zephyr Palmer, LaFayette, Ga., Route 2. 

Grounds: Area, one acre; titles, ; small, no gardens:-.; 

one surface toilet; use neighbor's well for water. 

Building: Value, $1,000.00; one room; no cloak room; properly 
lighted; ceiled; painted outside. 

Equipment: Long, home-made desks; good blackboards; no maps; 
no charts; no globes; no pictures; no library; no referenrp 
dictionary. 

Organization: One teachei', seven grades; enrollment, 36. .Six 
months' school year. 



53 




OLD BETHEL SCHOOL. 

Teacher: Mrs. Edith Goodson, Chickamauga, Ga. 

Location: Three miles east from Pond Spring; five miles northeast 
from Rock Spring. 

Grounds: Area, ; titles, ; level; no play equip- 
ment; no gardens; two surface toilets. 

Building: Value, $1,200.00; one room; no cloak room; improperly 
lighted; fair condition; well kept; painted. 

Equipment: Double patent desks; a teachers' table; fairly good 
blackboard; no charts; no sand tables; no globes; no framed 
pictures; no library; no reference dictionary. 

Organization: One teacher, six grades; 41 pupils; 32 recitation pe- 
riods; program posted. Six months' school years. 

Maintenance: $258.00 per annum from county. 



54 



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OAK GROVE. 

Teacher: Miss Thelma Parker. 

Location: Three miles from Garrett's Chapel; three miles from Pond 
Spring. 

Grounds: Area, ; titles, ; grounds hilly and 

rough; water from a neighbor's well; no gardens; one toilet, 
in bad condition. 

Building: Value, $1,000; one room; lighting poor; good condition 
and well kept; no cloak rooms; painted inside and outside. 

Equipment: Double patent desks but very old; ample blackboard; 
no maps; no charts; no library; no reference dictionary; 
some framed pictures; a globe. 

Organization: One teacher, six grades; enrolled, 27; program posted; 
28 recitation periods. Six months' school year. 

Maintenance: $240.00 per annum from county. 



55 




OAKDALE SCHOOL. 

Teacher: Miss Vinnie Parker. 

Location: Two and one-half miles south from Wesley Chapel; four 
miles southwest from Waterville; Morris (Chattooga County) two 
miles south. 

Grounds: Area, one acre; titles in individual; unimproved; a good 
well; no gardens; two surface toilets, in good condition. 

Building: Value, $300.00; one room; improperly lighted; unceiled; 
no cloak rooms; unpainted. 

Equipment: Long, home-made desks; insufficient amount of black- 
board; no maps; no charts; no globes; a few pictures; no 
library; a reference dictionary. 

Organization: One teacher, six grades; 38 enrolled. Seven months' 
school year. 



56 




NOBLE SCHOOL. 

Teacher: Miss Irene Glass. 

Location: Two miles south of Rock Spring; three miles noi'th of 
Warren; three miles west of Center School. 

Grounds: Area, one acre; titles in Board of Education; unimproved; 
no playground equipment; no school garden; water secured 
from neighbor's well; two surface toilets. 

Building: Value, $1,200.00; one room; improperly lighted; well kept; 
no cloak rooms; painted inside and outside. 

Equipment: Double patent desks; no charts; no globes; a few pic- 
tures; no library; one map; insufficient amount of black- 
board. 



Organization: One teacher, seven grades; 40 enrolled; no program 
posted; a pig club. Six months' school year. 




NEW GROVE SCHOOL. 

Teacher: Mr. Oscar Bowman, Curry ville, Ga. 

Location: Four miles south from Furnace. 

Grounds: Two acres; titles in Board of Education: rough but well 
kept; no play equipment; no gardens; no toilets. 

Building: Value, $1,500.00; good condition; well kept; two cloak 
rooms; unpainted; correctly lighted. 

Equipment: Rough, home-made desks; insufficient blackboard; a few 
maps; no charts; no globes; no pictures; no library. 

Organization: One teacher, five grades; 67 enrolled; no program 
posted; 39 recitation periods. Six months' school year. 

Maintenance: $390.00 per year from county and patrons. 



58 




HENDERSON SCHOOL. 

Teacher: Miss Chloe Kinsey, Villanow, Ga. 

Location: Salem (Whitfield County) two and one-half miles .east; 
Concord four miles south. 

Grounds: Area, ; titles, ; rocky; not level; un- 
improved; small playgrounds; no gardens; no toilets. 

Building: Value. $200.00; one room, very small and unsuited foi' 
schoolroom; improperly lighted; fairly well kept; no cloak 
rooms; unpainted. 

Equipment: Rough, home-made desks; no maps; no charts; no 
globes; no pictures; no library; no reference dictionary. 

Organization: One teacher, seven grades; 37 pupils; program posted; 
37 recitation periods. Six months' school year. 

Maintenance: $258.00 per annum from county. 



59 




GRIFFIN SCHOOL. 

Teacher: Miss Jessie Hammontree. 

Location: Three miles west of Villanow; four miles north of Mill 
Creek. 

Grounds: One acre; titles in trustees; unimproved; small playground; 
no gardens; one toilet, in bad condition. 

Building: Value, $400.00; one room; improperly lighted; fairly good 
condition; well kept; no cloak rooms; unpainted. 

Equipment: Long benches; very poor blackboard; no maps; no 
charts; no globes; no pictures; no reference dictionary. 

Organiaztion: One teacher, seven grades; enrolled, 70; no clubs. 



60 




GARRETT'S CHAPEL SCHOOL. 

Teacher: Mrs. Amanda Pierce, Chickamauga, Ga. 

Location: Three miles southwest from Wallaceville; three miles 
west from Oak Grove. 

Grounds: Area, ; titles ; no play equipment; no 

gardens; one toilet, in very bad condition. 

Building: Value, $800.00; one room; poor lighting; very good condi- 
tion and well kept; no cloak rooms; painted outside but un- 
painted inside. 

Equipment: Home-made; poor blackboards; one map; no charts; no 
globes; no pictures; no library; no reference dictionary. 

Organization: One teacher, six grades; enrolled, 53; no program 
posted; 30 recitation periods; corn, pig and potato clubs. Six 
months' school year. 

Maintenance: $258.00 per annum from county. 



61 




FURNACE SCHOOL. 

Teacher: Miss Eddie Partain. 

Location: Three miles southeast of Villanow; four miles north from 
Pocket. 

Grounds: Area, ; titles, ; hilly and rocky, very 

poor condition; insufficient playgrounds; no gardens; no 
toilets. 

Building: Value, $300.00; one room; no cloak room; improperly 
lighted; unceiled; kept very well; unpainted. 

Equipment: Long seats; insufficient amount of blackboard; no maps; 
no charts; no globes; no pictures; no library; no reference 
dictionary. 

Organization: One teacher, seven grades; enrollment, 28; 22 recita- 
tion periods; no program posted. School year six months. 

Maintenance: $258.00 per annum. 



62 




CONCORD SCHOOL. 

Teacher: R. T. Rives. 

Location: One and a half miles east to Villanow. 

Grounds: Ten acres; titles in Methodist Church; woods; ample play- 
grounds but unimproved; no gardens; no toilets. 

Buildings: Value, $250.00; one room; insufficiently lighted; in bad 
condition, but v^^ell kept; floors oiled; unpainted. 

Equipment: Double patent and home-made desks; good blackboard; 
no maps; no charts; no globes; no pictures; no library; no 
reference dictionary. 

Organization: One teacher, seven grades; 56 enrolled. Six months' 
school year. 



03 




CENTER GROVE SCHOOL. 

Teacher: L. V. Swanson, LaFayette, Ga. 

Location: One and cne-half mi'e^ north from Bethel; three miles 
east from Noble; four miles northeast from Naomi; two and 
one-half mile 3 southeast from Rock Spring's; three miles 
east from Noble. 

Grounds: Area, one acre; ample playgrounds; no gardens; no equip- 
ment; one toilet, in very bad condition. 

Building: Value, $800.00; one-room; improperly lighted; very poor 
condition; well kept; ceiled but unpainted; one cloak room; 
used for church 

Equipment: Double patent desks; no teachers' desk; insufficient 
blackboard; one map; no sand table; no pictures; no water 
cooler; no charts; no globes. 

Organization: One teacher, seven grades; 57 pupils; no program 
posted; 30 recitation periods; no clubs. School year six 
months. 

Maintenance: $288.00 per year. 



64 




BRUNER'S CHAPEL. 

Teacher: Miss Rachel Wheeler. 

Location: Three and one-half miles south from Rossville; two miles 
east from Flintstone. 

Grounds: Titles, in church; no equipment for play; no gardens. 

Building: One room; very good condition; well kept; no cloak rooms; 
unpainted. 

Equipment: Long seats; two small blackboards; no maps; no charts; 
no pictures; no reference dictionary; no library; no globes 

Organization: One teacher, seven grades; 27 pupils; no program 
posted; no school clubs. School term, five months. 

Maiintenance: $400.00 per annum; county and local tax. 



G5 




BETHEL SCHOOL. 

Teacher: Miss Ella Lane, LaFayette, Ga. 

Location: Four miles from Sunnyside; two miles from Center Grovo; 
three miles east from Noble. 

Grounds: Area, ; titles, church property; one well; small 

playgrounds; no improvements; two surface toilets. 

Building: Church; one room, 40'x50'; insufficiently lighted; very 
good condition; well kept; no cloak rooms; unpainted. 

Equipment: Long, home-made seats; a little blackboard; no maps; 
no charts; no pictures; no library; no dictionary. 

Organization: One teacher, six grades; 42 enrolled; no clubs; no 
industrial work; no program posted; six months' school term. 

Maintenance: $258.00 from county. 



66 




LEE SCHOOL. 

Teacher: Miss Ora White, LaFayette, Ga., Route 4. 

Location: Chapel, three miles south; Waterville, four miles south- 
east; Corinth, two and one-half miles east. 

Grounds: Area, ; titles, ; broken, rocky, but 

good shade trees; insufficient amount of playgrounds; two 
surface toilets, in bad condition. 

Building: Value, $900.00; one room; insufficiently lighted; ceiled; 
fairly well kept; no cloak rooms; unpainted. 

Equipment: No desks, use long wooden benches; insufficient amount 
of blackboard; one U. S. map; no charts; no globes; no 
framed pictures; no library; an organ. 

Organization: One teacher, seven grades; enrolled, 43; 29 recitation 
periods; no pi'ogram posted. Six months' school year. 

Maintenance: $330.00 per annum. 



67 




BURNT MILL SCHOOL. 

Teacher: Miss Beulah Shankle. 

Location: Three miles to LaFayette; two miles northwest to Estelle. 

Grounds: Area, ; titles ; good playgorunds, two 

surface toilets; condition, fair. 

Building: Value, $500.00; one room; well lighted; well kept; fairly 
good condition; no cloak rooms; painted inside. 

Equipment: Benches; fairly good blackboard; one map; a library; a 
globe; no charts; no framed pictures; no reference dictionary. 

Organization: One teacher, six grades; 61 enrolled. Six months' 
school term. 



68 




CATLETT SCHOOL. 

Teachers: J. C. Jones and Thomas McGill. 

Location: Four miles from Naomi; three miles east from Pine Grove; 
two miles south from Center Grove. 

Grounds: Area, one and one-half acres; titles, in board of trustee*^; 
level, but unimproved; g-ood spring; no play equipment; no 
gardens; two surface toilets. 

Building: Value, $800.00; one room; improperly lighted; fairly well 
kept; no cloak rooms; unpainted. 

Equipment: Long, home-made desks; 20 feet of good blackboard; r.o 
maps; no charts; no globes; no reference dictionary; i)o 
library. 

Organization: Two teachers, six grades; enrolled, 91; thirteen reci- 
tation periods to each teacher. Six months' school year. 

Maintenance: $690.00 from patrons and county. 



69 




MT. CARMEL SCHOOL. 

Teachers: Mr. Jerry Burns, Miss Mary McCurdy. 

Location: Four miles north from Ridgeway; three miles south of 
LaFayette. 

Grounds: Area, one acre; titles in trustees; very good condition; no 
play equipment; no gardens; two toilets, in bad condition. 

Building: Value, $1,200.00; two rooms; improperly lighted; very 
poor condition; one cloak room; painted. 

Equipment: Home-made desks; a teachers' table; rough, home-made 
blackboard; no maps; no" charts; no globes; no library; no 
reference dictionary; no pictures. 

Organization: Two teachers; seven grades; 85 enrolled. Seven 
months' school year. 

Maintenance: $1,328,00 per annum from county and local tax. 



70 





PLEASANT HILL SCHOOL. 

Teachers: Mrs. Lillie A. Taburiaux, Miss Arline McWilliams, Mrs. 
Rosa DeWitt. 

Location: Three miles north to Shiloh. 

Grounds: Area, one acre; title (?); unimproved; small play grounds; 
no toilets. 

Building: Value, $2,500.00; two rooms; no cloak rooms; improperly- 
lighted; well kept; painted. 

Equipment: Single patent desks; good blackboard; a map of United 
States; no charts; no globes; no pictures; no library; nc ref- 
erence dictionary. 

Organization: Three teachers; eight grades; 115 enrolled. Six 
months' school year. 



71 



HARRISBURG SCHOOL. 

Teacher: Miss Beatrice Morrison. 

Location: Four miles from Chattooga. 

Grounds: Area, ; titles, individual; level; not well kept; no 

play equipment; no gardens; one toilet, condition bad. 

Building:. .Value, $500.00; one room; insufficiently lighted; bad con- 
dition but well kept; no cloak rooms; unpainted. 

Equipment: Rough, home-made desks; a teachers' table; one small 
blackboard; no maps; no sand table; no charts; no globe; no 
pictures; no dictionary; no library. 

Organization: One teacher; six grades; 42 pupils; program posted; 
28 recitation periods; six months' school year. 

Maintenance: $288 per annum from county. 



ROBERTSVILLE SCHOOL. 



Teacher: Mrs. Ella Buchanan. 

Location: One-half mile north from Chickamauga; three miles east 
from Wallaceville. 

Grounds: Building rented; very good play grounds; no garden; one 
surface toilet. 

Building: Improperly lighted; no cloak rooms; painted outside. 

Equipment: Home-made seats; no maps; no charts; no globes; no 
pictures; no reference dictionary. 

Organization: One teacher; seven grades; 31 pupils; 35 recitation 
periods; no clubs. 

Maintenance: $520.00 from county and patrons. 

72 



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73 









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74 




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ASCOLON SCHOOL. 



75 




DILLON SCHOOL 




PITTSBURG SCHOOL. 



76 



